Letter+of+Reflection

Dear Sarah,

The journey has ended and you will soon finish your time in the upper elementary grades. Upon this, your last day, I urge you to think about all that you have learned this semester between your field placement and in the methods courses at Rider. I remember you being so nervous on the first day in both classes mostly because you did not know what to expect. This was your second set of classes with professors you knew well, but still, your excitement and anticipation always turns to worry that you will not succeed. This was not the case what so ever. You excelled on your assignment, accomplished a great deal of tasks and challenges in your classroom (including managing fifth grade attitudes), and learned an abundance about yourself as a teacher. Allow me to share what I have observed from January to now almost May about how you have improved your literacy attitudes and teachings for the upper elementary grades.

One of the most prominent features I see in you now is your love for literature and how this new optimism can transform you classroom to be lifelong readers and writers. I see you scheduling reading and writing time today whether it be fifteen minutes for each task or as long as you have time. I understand that when you can’t read or write you get frustrated, not because you are not reaching your goal but rather because that is what you want to do instead of doing calculus homework or going to work. This new drive to read and write is an excellent model for your future middle level students because as you know, the upper elementary and middle level grades are where students lose interest in literacy. More so, students are given less and less time to read in schools and at home but your attitude will promote reading and writing whenever possible simply through your actions and philosophies on the matter. You know that children are better readers and writers when they read and write frequently. So remember, each child gets a book list and a journal of their first day of class as well as some sound expectations like Miller's, whether they be to read 40 books a year or write every day like your Wicoff co-ops assigned. Do what you feel is best for your students and always remember the power your reading and writing has on them.

Also, remember the importance of choice. In college, it is so much easier to pursue what literature you want to read and write about, but in the upper elementary grades due to curriculum, standards, and what is defined as "good literature" students often do not receive a say in what they wish to read and write about. The power of choice is overwhelming as you experienced in your book club. remember how excited you were by all the books, you would have read any of them but you were particularly happy that you got to choose which one you wanted because it interested you the most (and what a great book that was!) the matter is that children are motivated to do the work that they want to do, whether that is writing in a style that fits their mood that day to selecting what they want to read independently or in a small group. And on the subject of small groups, always be thinking about how and when you can incorporate book clubs in to your literacy instruction. Book clubs are great because they provide a safe environment for students to discuss their ideas, thoughts, predictions, reactions, and feelings with one another to make better sense of a chosen text. In book clubs students comprehension is supported by peers and their love for literature develops when others share in your excitement. As much as choice is important and book clubs promote this type of freedom, remember you still need to address specific reading and writing teaching and this can all be seen in the literacy framework and to, with, by model.

As much as you wish your students could have free reign of their learning, there are times when you will need to give direct instruction and these will be through minilessons, guided reading/ writing, conferences and more. My first piece of advice if so not be afraid. I understand that it is intimidating to think about how you will work with students alone, together, facilitating, and evaluating all at once, but it is easy when you remember the literacy framework. The literacy framework is used because when literacy is approached in such a highly organized fashion, student better understand what is expected of their learning and accomplishments. The framework taps into students reading, writing, language, word processing, communication, and word study skills in such a structured order that students are better aware of how they can master such concepts. The to, with, by model is also important to keep in mind especially in the upper elementary grades as it promotes gradual release of learning which 3rd, 4th, and 5th grade students are capable of. You do this already in readers and writers workshop by beginning with a minilesson that has you explicitly direct student to a skill or concept you want them to know and them in guided practice you work with them to better develop this skill and take ownership of it. Then, students can practice independently so that the work they produce is no long by you but by them. To better understand this model and concept, always remember to look to great teachers. Featured below is a video from Bev Gallagher from Princeton Day School discussing the workshop methods and why the literacy framework is a crucial aspect of children’s literacy development. Also to guide you is a visual from Fountas and Pinell of the literacy framework in case you ever feel lost.

If you come away with anything from this letter, please know that you are a capable teacher of great things in your future class room. You have learned and practiced the skills to teach in the upper elementary grades in content, context, socially, physically, and emotionally. There is nothing you cannot teach, learn, explore, improve, reflect upon, nor is there any lesson plan you cannot steal from the internet. So remember this, literacy brings great power and influence in your lives just as great teachers like you do too.

Sincerely,

Sarah media type="youtube" key="qJ1eehSSKjQ" height="315" width="560"